Instructional Playbook

Effect Sizes

Evidence-based Strategies

CSD INSTRUCTIONAL Playbook "Your Guide to Crafting an Exceptional Classroom”

Tools to Support Implementation

CSD Instructional Playbook & Instructional Guides

Instructional Guides are designed to be used as a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments. COMMUNICATION: Articulates expectations and learning goals for students. PLANNING: Focuses instructional decisions and targets critical information for instructional tasks. COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis, length, integration, and review strategies. INCREASED SUCCESS: Students achievement increases when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Instructional Guides Developed Collaboratively Canyons School District’s Instructional Guides were collaboratively developed and refined by teacher committees, instructional coaches, building administrators, and specialists in the Instructional Supports Department. Guides are updated each school year to ensure they reflect current practices. Instructional Guides are specific to grade levels and/or content areas. Purpose of CSD Playbook & Instructional Guides Canyons School District’s Playbook and Instructional Guides have been created to provide teachers with evidence-based pedagogy supports and standards-based scope and sequences with teacher materials that are driven by the Utah Effective Teaching Standards and the Utah Core Standards. Tools and resources provided have been adopted by the Canyons’ Board of Education and/or been approved through the Instructional Materials Database. The guides and materials are coordinated vertically within feeder systems and horizontally within grade-levels.

CSD’s Instructional Guides: https://www.canyonsdistrict.org/manuals/

CSD MTSS Framework

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Canyons MTSS framework specifies the critical elements of quality instruction, learning environment, and informed decision making, to support schools in the implementation of evidence-based classroom and system-wide practices so that each learner succeeds. By prioritizing a multi-tiered approach that provides instructional coherence and support intended to meet the needs and assets of the whole child, this framework serves as the foundation for achieving the important outcomes in the CSD Strategic Plan and realizing the District’s mission for every student to graduate college-and-career ready.

Classroom Practices

Safe & Supportive Environment

High Quality Teaching & Learning

Data-based Decision Making

W I

S R

Classroom Behavior Essentials

Safety and Belonging

Instructional Design

Instructional Priorities

Assessment for Learning

Team Problem Solving

Schoolwide PBIS Social

Classroom Structure

Instructional Content Aligned to Utah Grade Level Standards Instructional Materials and Technology Aligned to CSD Policy Intentional Planning

Teacher Clarity Explicit Instruction Systematic Vocabulary Instruction Scaffolding Opportunities

Assessment System Effective Assessment Practices Best Practices in Grading

Tiered Teaming Structures

Relationships and Cultural Responsiveness Expectations, Rules, and Routines Student Engagement Acknowledge Appropriate Behavior Responding to Behavioral Errors

emotional Skill Development Restorative Practices Digital Citizenship Trauma

BLT PLC SST

Effective Teaming Practices Systematic Data Review Decision Making Protocols

to Respond Structured Classroom Discussion Feedback Cycle

Informed Practices

Tiered System of Supports & Educator Growth

Tiered System of Supports Supports for Multilingual Learners / Newcomers during core instruction and intervention Supports for Students with Disabilities during core instruction and intervention Supports for Advanced and Gifted Students

Educator Growth Public Practice

Professional Learning Instructional Coaching (coaching cycles, lesson study, walkthroughs, targeted observations) Canyons Teacher Effectiveness Support System (CTESS)

CSD Instructional Playbook The Instructional Playbook is aligned to CSD’s MTSS Framework and is designed to support teachers in implementing MTSS practices in the classroom. Within its pages, you will find a description and a research-based rationale for each element of the MTSS Framework. Most importantly, you will find practical tips and resources for applying specific strategies in your classroom. The playbook is organized into four specific sections that parallel the MTSS Framework.

CSD is committed to providing an environment where learners feel safe and classrooms are managed with effective, proactive practices. Safe and Supportive Environment Practices CSD is committed to providing equitable learning opportunities where all learners receive high quality instruction by design. High Quality Teaching & Learning Practices CSD is committed to using data to make informed decisions about the learning needs in classrooms. Data-based Decision Making Practices Tiered Systems of Supports & Educator Growth CSD is committed to instructional coherence across tiers to provide supports for ALL students to be successful, and opportunities for educators to grow in order to provide student supports.

W I

S R

Click on the Implementation Toolbox logo on each page in order to access further resources and supports that include implementation tools, public practice tools, technology integration tools, and further readings. Implementation Toolbox

Safe & Supportive Environment

Schools build safe and supportive environments by integrating a culture of safety and belonging and utilizing Positive Behavioral Interventions and Supports (PBIS) practices to help all students thrive both academically and emotionally.

Safety and Belonging

Classroom Behavior Essentials

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Safe & Supportive Environment Safety and Belonging

A culture of safety and belonging is reflected by a school climate that is both welcoming and inclusive in which all members of the school community are valued. School environments that foster safety and belonging provide students with predictability and help buffer students from stressors.

A framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring adults.

Schoolwide PBIS

Learning opportunities that help develop social-emotional skills have positive impacts on the social, behavioral, and academic outcomes for students, helping them to learn essential skills for success and well-being. Help foster an equitable and positive school environment through proactive strategies that create a sense of community and belonging and strengthen relationships and connections within the school community. Restorative practices also encompass strategies for conflict resolution, repairing harm, and healing relationships in response to disciplinary infractions. Recognizes the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces. Promotes a safe and welcoming climate, creates a predictable and responsive learning environment, builds positive relationships to establish an atmosphere of trustworthiness, establishes supportive practices that ensure safety for all, and uses a restorative approach to conflict resolution.

Social Emotional Skill Development

Restorative Practices

Digital Citizenship

Trauma Informed Practices

Critical Actions for Educators Schoolwide PBIS

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School-wide PBIS, or Positive Behavioral Interventions and Supports uses proactive, evidence-based practices that help establish a climate where everyone feels welcome and safe. The heart of PBIS is building strong relationships with students, developing routines, and organizing environments that promote student success through the active teaching of positive social behaviors. Connecting classroom rules, routines, and rewards to the school-wide PBIS system will help to promote positive behavior in classrooms and throughout the school. Determining what those rules look like in each area of the building, including entryways, playgrounds, etc. Explicitly teaching rules Routinely reinforcing positive behaviors Systematically correcting behavioral errors Providing systematic interventions for Tier 2 behaviors, and individualized interventions for Tier 3 behaviors. The key components of PBIS include: Clearly establishing school-wide rules

Clearly identify behavior expectations by posting the rules and expectations in all areas in and around

the school building. Determine a plan to

explicitly teach rules and routines to students at the beginning of each school year. Reteach expectations at crucial times of the year (e.g., before winter recess, after spring break). Implement reinforcement system for appropriate behavior and routinely evaluate the system for effectiveness.

A well-implemented system will: Increase positive social behaviors in students

TIER 3

Help students feel positively towards their teacher, administrator, and school Help students feel safer in school Increase time for academic instruction and decrease teacher time spent correcting behavioral errors

TIER 2

TIER 1

Social-Emotional Skill Development

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Critical Actions for Educators

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Critical Actions for Educators Restorative Practices

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Digital Citizenship

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Digital citizenship is the ability to recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces (ISTE, 2016). Students and staff live in a world where both the physical and digital world are integrated into their lives. As educators, we need to help students think critically and use technology responsibly to learn, create, and participate. Five Aspects of a Digital Citizen: I am Inclusive: I engage with others online with respect and empathy. I am Informed: I evaluate the accuracy, perspective, and validity of online. information. I give credit to other’s work. I am engaged: I use technology for civic engagement, to solve problems, and be a force for good. I am balanced: I make informed decisions about how to prioritize my time and activities online and off. I am alert: I am aware of my online actions, know how to be safe, and create spaces for others online. (ISTE, 2024a) Consider how you can best incorporate the Five Aspects of a Digital Citizen into your classroom.

XXX TECHNOLOGY EXPECTATIONS Establish and teach expectations and routines for using devices and digital materials in the classroom. Reference the applicable aspects of a digital citizen when correcting and reteaching student behavior. Model digital citizenship practices for your students. Use the Screen Time document to evaluate the current balance of screen time use in your classroom. TEACHING DIGITAL CITIZENSHIP Teach the Thrive Time lessons and/or other digital citizenship lessons identified by your Dig Cit coordinator. XXX Critical Actions for Educators SCREEN TIME

Information Literacy

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To be information literate means to be skilled at locating, evaluating, using, and sharing information legally, ethically, and effectively. Information-literate students understand the importance of making decisions based on reliable, credible, and verifiable facts (being informed), rather than opinions (being influenced). They develop a healthy skepticism toward the information they encounter and learn to fact-check to avoid misinformation, disinformation, and malinformation. When intentionally embedding information literacy into classroom instruction, teachers can support student success by teaching skills needed to navigate and critically assess the vast amount of information available in the digital age. This involves helping students differentiate between facts and opinions, advertising or propaganda, identify manipulated or computer-generated images, and recognize bias and stereotyping in information, news, and media. Students who master information literacy understand the motives between creators and audiences and possess sound research skills. They can formulate questions and locate high-quality, factual information to meet their academic and personal needs. By developing these skills, students become more informed and engaged citizens, capable of making thoughtful, well-informed decisions. “Despite the perception that we are more divided and fractured than ever, there are some things we can and must agree on: The challenges we face as a species are monumental. The consequences for inaction are dire. We may not always agree on who is to blame or who has the best solution, but we do know that the answers to those questions must be rooted in facts.” (Lagarde & Hudgins, 2021).

Realize how emotional reactions influence online behavior Locate markers of credibility when viewing information on personal devices Recognize common red flags and practice such skills as, lateral reading Explain the motives behind mis-, dis,- and malinformation Establish credibility when creating and sharing Artificial Intelligence (AI) generated content, as well as possible AI generated content Critical Actions for Educators

Trauma-Informed Practices

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Critical Actions for Educators

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Aligning classroom expectations to the schoolwide PBIS system reduces learning time for students to master expectations and fosters predictability for students and their families. The Classroom Behavior Essentials represent the PBIS practices needed to create a positive classroom climate, but also improve academic engagement, increase the likelihood of appropriate behavior, decrease the likelihood of behavioral errors, and enhance social skills. Safe & Supportive Environment Classroom Behavior Essentials

Creates an effective, safe, and supportive classroom environment that promotes positive teaching and learning experiences for all students.

Classroom Structure

Cultivates a safe, caring, and supportive classroom culture by being responsive to students from all backgrounds and works toward establishing positive teacher student relationships.

Relationships & Cultural Responsiveness

Creates a foundation with common language to build a positive classroom culture through clearly defined behavioral expectations, rules, and routines for all students.

Expectations, Rules & Routines

Facilitates an optimum learning experience to enhance teacher-student relationships, increase appropriate and on-task behavior, and decrease inappropriate behavior.

Student Engagement

Acknowledging Appropriate Behaviors Responding to Behavioral Errors

Creates a safe, supportive classroom environment by recognizing and reinforcing appropriate behavior while building positive teacher-student relationships.

Prevents escalation of problem behavior, creates opportunities to learn and practice new skills, maintains instructional time, and minimizes the potential of rewarding inappropriate behavior.

Critical Actions for Educators Classroom Structure

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To effectively manage student behavior, the teacher and students must have physical, visual, and auditory access to all parts of the room. This allows for active supervision and unimpeded use of attention signals. Classroom structure encompasses the arrangement of the physical learning space to promote positive teacher-student and student student interactions and reduce the possibility of disruptions.

PHYSICAL ENVIRONMENT Arrange classroom so the teacher can scan easily Organize room to facilitate movement for the teacher and students Ensure materials are clearly labeled and easily accessible Post a daily schedule that is clear and easily visible Dedicate a space to showcase student work and achievements Create a plan for charging

By structuring the classroom environment, an educator:

promotes a sense of safety and security provides predictability and a sense of stability for learners, plans for adequate personal space for all learners, provides the opportunity for students to acquire the skill of respecting the personal space for themselves and others, decreases the potential for disruptions, and decreases opportunities for overstimulation.

stations and managing cords to maintain a safe environment

ATTENTION SIGNALS Use consistently to maintain attention Teach, practice and reinforce signals

The thoughtful implementation of classroom structures is essential in promoting a culture of respect, responsiblitiy, and academic excellence.

Relationships and Cultural Responsiveness

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Critical Actions for Educators

Relationships matter. Positive teacher-student relationships can remove barriers for students, allowing them to feel safe enough to give their full attention to learning. An essential element of building relationships is using students’ cultures and experiences to make learning more relevant. Cultural responsiveness is teaching “ to and through” the strengths of all students (Gay, 2018). This requires awareness and understanding of varying cultures and how classroom and school systems can be arranged to ensure the support and validation of each student. Building relationships and cultural responsiveness begins with high expectations and the belief that, with support, all students can be successful. Attending to relationships and cultural responsiveness shapes the classroom climate by: helping students establish connections with the school and school community promoting positive student to student relationships establishing a sense of belonging for students who feel they do not “fit in” giving students opportunities to explore and attempt more challenging tasks without fear of failure or ridicule creating a respectful environment that helps all students feel valued, safe, and respected

TEACHER-STUDENT RELATIONSHIPS

Use student names during interactions with correct pronunciation Engage with students about their personal interests or experiences Equitably distribute response opportunities

CULTURAL RESPONSIVENESS Cultural and linguistic characteristics of all students are reflected in the classroom Connect new content to culturally relevant examples Make space for student voice "Positive teacher student interaction is the most important factor in effective teaching." -John Hattie (2009)

Expectations, Rules, and Routines

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A well-managed, successful classroom environment includes three key components: (1) Expectations: clear general guidelines for all students (be respectful, be kind, etc.), ( 2) Rules: explicitly stated directives that are tied to school-wide expectations and are consistently enforced, and (3) Routines: established patterns of behavior that provide structure and predictibility. Establishing and teaching classroom expectations, rules, and routines builds a positive classroom culture for ALL students and help students to know where to be, what to expect, and how they can be successful behaviorally. Some examples of common routines to establish in classrooms are: finishing early, arriving tardy to class, asking for help, online etiquette, calming corner, transitioning between activities, turning in assignments, obtaining supplies, using technology or equipment, using the restroom, sharpening pencils, and cell phone use. Expectations, rules, and routines: create a stable, predictable, consistent environment by making expectations explicit, provide guidelines for behavioral expectations with consideration for all students’ needs, support consistent teacher behavior, reduce stress from unpredictability in the classroom, facilitate students operating in a state of calm, create intentional regulation of activities and events, provide structure to increase the likelihood of appropriate, effective skills, and reduce the likelihood of inappropriate behavior, and build trust through positive, supportive relationships between students, staff, and families.

Critical Actions for Educators

CLASSROOM EXPECTATIONS Clearly explain expectations prior to activities, using scaffolds as appropriate (e.g., visual cues) Expectations are consistently reviewed, prompted, and retaught CLASSROOM RULES Limited number (three to five), clearly defined, and positively stated Align with school rules Rules are readily accessible visually Consistently enforced Model and practice with positive and corrective feedback Transitions occur smoothly with minimal disruptions Routines are age appropriate CLASSROOM ROUTINES

Critical Actions for Educators Student Engagement

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When students are focused on exciting and relevant academic tasks, greater learning occurs, and opportunities for inappropriate behaviors decrease. Therefore, maximizing student engagement is both an instructional and behavioral strategy. To increase student engagement, teachers can: foster positive teacher-student interactions create opportunities for students to demonstrate their learning deliver authentic feedback provide opportunities for physical movement focus on proper pacing to maintain student attention balance students’ active and passive learning give adequate time to students for formulating answers and asking questions use engaging transitions consider the ratio of active versus passive engagement Enhanced student engagement also: provides a safe environment for responding whether it is the “correct response” or not allows for increased opportunities to process and apply what is being learned supports reluctant students (e.g., who may be

ACTIVE SUPERVISION

Move about all areas in the classroom to come in contact with as many students as possible Scan the classroom looking for cues in students’ behavior and opportunities to positively reinforce students

Interact positively and encouraging with ALL students

OPPORTUNITIES TO RESPOND Provide high rates of opportunities for students to engage Provide multiple methods for student responses

uncomfortable with individual attention, distrustful of adults and peers) with varying opportunities to respond fosters self-esteem provides increased opportunities for positive interactions strengthens positive and supportive adult student relationships supports positive student-student relationships

Acknowledging Appropriate Behavior

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BEHAVIOR SPECIFIC PRAISE Recognize and Critical Actions for Educators

Giving positive feedback is a powerful way to encourage responsible behavior because it confirms for students that they are on the right track and increases the probability that they will demonstrate the same behaviors in the future (Sprick, Sprick, Edwards, & Coughlin, 2021). Acknowledging appropriate behavior involves communicating positive examples, giving specific feedback, and motivating students with pre determined individual and class reinforcement systems. Acknowledging appropriate behavior also: builds students’ self-esteem and a positive sense of self through genuine acknowledgment, supports positive relationships with adults, supports acquisition of new skills in a safe environment, creates a sense of stability and enhances student confidence in their own personal skills, supports expected behaviors and promotes predictable environments, allows opportunities to practice expected behaviors, and helps establish a sense of community and belonging.

acknowledge specific behavior/expectations

PROMPTS

Positively state reminders about what is expected

PRE-CORRECTION

Inform students how to respond to new/ challenging situations

4:1 POSITIVE TO CORRECTIVE STATEMENTS Students are given at least four positive statements for every one corrective (Note: this ratio is higher for vulnerable populations)

GROUP CONTINGENCIES Entire group is acknowledged for appropriate behavior

Negative

4:1

Positive

Acknowledging Appropriate Behavior

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Non Examples

Strategy

Description

Examples

Recognize and acknowledge a specific behavior (expectation/rule) demonstrated by a student or group.

“José, thank you for being kind (expectation) by lining up safely at the door (rule).” “I appreciate you getting started on your starter immediately.” “Before you go, please be responsible and push in your chair.” “As you can see from our agenda today, your chromebook is not one of our needed materials. Please keep them in your backpack.” “Mr. Fox is coming to our classroom. We will be respectful and listen during his presentation and be active learners.”

“Good job, José.”

Behavior Specific Praise

Positively state reminders about what is expected.

“Everyone line up.”

Prompts

Inform students how to respond in new or challenging situations.

“Mr. Fox is here. Be nice to him.”

Pre-correction

Give students at least four positive, supportive statements to every recommended ratio is even higher than 4:1 for vulnerable student populations. one corrective statement. The

(see videos in Implementation Toolbox)

Use sarcasm to disguise corrective feedback Give less than four positive statements following a corrective statement. “Because you were loud, everyone is going to miss ... (recess, free time, fun activity, etc.)”

4:1 Positive/ Negative Corrections

Acknowledge entire group, class, table for appropriate behavior.

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Group Contingencies

Responding to Behavioral Errors

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When behavioral errors occur, it is important for teachers to re-teach, as well as consistently implement pre-planned consequences with students. If behavioral errors continue to occur with a class, or with a particular student, teachers must employ further strategies along a continuum to support students in demonstrating positive behavior. Responding to behavioral errors prevents escalation of problem behavior, creates opportunities to learn and practice new skills, maintains instructional time, and minimizes the potential of rewarding inappropriate behavior. Students and teachers benefit from an appropriate response to behavioral errors because it: helps reduce and replace learned responses that may not be appropriate or effective coping skills, provides structure for learning and demonstrating the expectations rather than focusing on negative consequences, helps students regulate emotions by focusing on what students are supposed to do (expectations) instead of what they are not to do, empowers students to be resilient, supports students using problem-solving and reasoning skills, focuses on the student’s strengths, fosters positive and supportive relationships through instructional responses to behavioral errors that are communicated calmly and respectfully, maintains student dignity when mistakes or missteps are made, and minimizes likelihood of subjecting students to power struggles with supportive adults.

Critical Actions for Educators CONSISTENT RESPONSE Remain calm, clear, and brief to maintain student dignity Use physical proximity to communicate awareness CONTINUUM OF RESPONSE STRATEGIES (see next page) Reteach Error Correction Redirection Withholding Attention Reward Around Student Reward Alternative Behavior DE-ESCALATION STRATEGIES Help Prompt Wait Consistently respond to inappropriate behavior

Responding to Behavioral Errors

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Strategy

Description

Examples

Non-Examples

Respond to behavior error by restating the rule/expectation

Some materials are not cleaned up following a science activity. “Let’s review our classroom rule for being responsible and why it is important.” Harrison gets out of his seat during group instruction to turn in a paper. Teacher: “Harrison, please return to your seat and respectfully wait until instruction is over to turn in your paper.” “Remember, we want to keep our floor clean so we can be safe. Sam, please be responsible and clean up your area.” After Sam cleans up, “Thank you Sam, for being responsible.” During instruction, Sue is tapping her pencil and looking around the room. The teacher continues the lesson without interruption. Afterwards, the teacher quietly speaks with Sue. Shawna is drawing on her paper. The teacher ignores her, but states, “I like the way Peter (sitting next to Shawna) has his book out and is following along. Thank you for being responsible and on-task.” Once Shawna focuses on her work, the teacher then acknowledges Shawna’s on-task behavior. During math, Jim has his math book out, opened to the correct page, with paper and pencil on the desk, but is not working. The teacher states, “Jim, thank you for getting all your materials out. It looks like you are ready to begin working. Remember to raise your hand if you need help.”

Some materials are not cleaned up following a science activity. “Clearly, some of us are not following our rule of being responsible.” “Harrison, sit down. You aren’t supposed to turn in your paper now.”

Reteach

Neutral, brief feedback that targets inappropriate behavior and describes desired behavior Neutral, brief reminder about the expectation/rule, followed by positive feedback when the student engages in appropriate behavior Conscious decision not to recognize or attend to a student who is engaged in minor disruptions (i.e., planned ignoring). Reinforce the positive behavior of a student near the student engaged in challenging behavior.

Error Correction

“Sam, clean up.”

Redirection

During instruction, Sue is lightly tapping her pencil and looking around the room. The teacher stops the lesson and tells Sue to stop disrupting everyone. Shawna is drawing on her paper instead of having her book out and following along while Sam reads. The teacher stops Sam and says, “Shawna, get your book out and pay attention.” During math, Jim has his math book out, opened to the correct page, with paper and pencil on his desk, but is not working. The teacher says, “Jim, you need to get started. Everyone else is already on page 2.”

Withholding Attention

Reward Around Student

Reinforce positive behaviors linked to the desired behavior.

Reward Alternative Behavior

High Quality Teaching & Learning

High Quality teaching integrates intentionally crafted lessons with evidence-based instructional practices to foster engaging and effective learning opportunities for ALL students.

Instructional Design

Instructional Priorities

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WISR Learning Supports

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Our goal is for all students to receive high quality instruction every day by design, not by chance. For our students to be adequately prepared for the challenges of the 21st century, they must--above all else--be critical and creative thinkers and effective communicators and collaborators (AVID, 2016). Honing these skills requires a sustained focus on language through quality interactions and disciplinary literacy in order to construct knowledge (Walqui & van Lier, 2010).

WISR Learning

WISR is a learning support structure that amplifies students’ access to academic language by focusing on W riting, I nquiry, S peaking and listening, and R eading and viewing, which are foundational college and career readiness skills. When students have the opportunity to access content through reading rigorous texts, writing to express complex thoughts and ideas, and engaging in rich academic discussions, they are developing the confidence and competence needed for full participation in our global society.

Writing

Inquiry

Speaking & Listening

Reading & Viewing

Using WISR as a lens to plan instruction allows educators to incorporate engaging learning tasks that provide high challenge and high support which creates a safe learning environment for students to take ownership and agency of their thinking and learning. All students are academic language learners and need to be explicitly taught how to use language specific to the discipline or content (Zwiers, 2014). Writing as a learning skill is a personal and public communication tool, a record of a learner’s thinking, and a way to make learning visible. Inquiry is uncovering one’s understanding, asking questions, and building connections and provides the purpose for writing, speaking & listening, and reading & viewing. Speaking & Listening are essential for learners to build understanding and exchange ideas, information, and opinions through collaboration and engagement. Reading & Viewing empowers learners to strategically gain meaning, understanding, and knowledge to contextualize learning from text and other media.

WISR Learning Supports

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Inquiry

Speaking & Listening

Reading & Viewing

Writing

Writing is:

Inquiry is:

Speaking & Listening is: Sustained and quality interactions Teamwork with shared responsibility

Reading & Viewing is: Making connections between texts, self, and the world Navigating and comprehending rigorous texts Evaluating information from a variety of formats Organizing and applying text-based learning Students who read and view: Activate, engage, and extend beyond the text Make predictions and create visual images as they read Understand text structures Question the text and engage in deep inquiry Become content experts Evaluate sources for accuracy and bias

A tool for communication, reflection, and learning Inquiry Visible organization of thought Communication with authentic audiences Students who write: Engage frequently in every content area and classroom Cite evidence to support their thinking Deepen their understanding of content

Uncovering one's understanding Critical thinking and questioning Exploring a variety of ways to solve problems Engaging in thinking, learning, and discussion to inspire innovation

Sharing of ideas, information, and opinions

Students who inquire: Analyze and synthesize

Students who speak & listen: Create a safe and supportive physical and philosophical environment Work through identified structures and roles to achieve a common goal Develop positive interdependence Clearly communicate Listen effectively to decipher meaning Deepen the learning of others through inquiry and active engagement verbally and nonverbally

materials or ideas Clarify their own thinking Probe others' thinking Work through ambiguity Solve authentic problems

Demonstrate command of academic vocabulary

Communicate as content experts Communicate their thinking competently and confidently

Effective instructional design begins with understanding the lived experiences, culture, and background knowledge of your students. Students are more motivated to learn when they understand why they are learning something, can personally connect to the content, and feel supported through productive struggle. High Quality Teaching & Learning Instructional Design

Connects learning intentions and success criteria to Utah Grade Level Standards and student data.

Instructional Content Aligned to Grade Level Standards

Maintains high expectations that take unique student characteristics into account.

All instructional materials and technology tools/apps are evaluated and approved in accordance with CSD policy. District approved instructional materials and technology are outlined in CSD’s Content Instructional Guides. Considers instructional materials, technology integration, and specific instructional strategies to personalize, accommodate, and scaffold in order to provide students with access to grade level instruction and opportunities to demonstrate competency.

Instructional Materials and Technology aligned to CSD Policy

Intentional Planning

Instructional Content Aligned to Grade Level Standards

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Align lesson content to adopted standards Unpack standards to ensure appropriate learning progressions are followed Keep the intended level of the rigor by providing scaffolds for learners who need additional support Provide students with learning intentions and success criteria for each standard Create and use assessments aligned to the standards Determine next steps for learning based on mastery of the standard Critical Actions for Educators

Utah State Standards outline what learners should know and be able to do at each grade level. These standards provide a roadmap for educators, students, and parents, and guide curriculum development, instructional practices, and assessment strategies. The purpose of the standards is to provide the following: Standards ensure alignment and continuity across grade levels and schools promoting a coherent educational experience for learners. Standards facilitate a progression of skills and knowledge acquisition, laying the foundation for future learning and academic success. Standards set rigorous academic expectations for learners, challenging them to achieve at high levels and reach their full potential. Rigorous standards prepare students for college, career, and civic life, equipping them with the knowledge, skills, and competencies needed to succeed. Standards provide a basis for accountability, enabling educators and other stakeholders to monitor learner progress and evaluate the effectiveness of educational programs. Standards-based accountability systems hold schools and the district accountable for learner outcomes, driving continuous improvement and fostering data-driven decision-making. Standards serve as a blueprint for curriculum development and instructional planning, guiding educators in selecting and designing learning experiences that align with learning objectives and promote learner mastery. Educators use standards to develop learning goals, design instruction, and assess learner progress. Standards play a crucial role in preparing students for post secondary education by emphasizing critical thinking, problem-solving, communication, and collaboration skills to cultivate the competencies needed for success in college or career. Rigor & Expectations Accountability & Assessment Curriculum & Instruction College & Career Readiness Alignment & Continuity

Instructional Materials Policy

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Instructional materials are the digital and print resources used to promote student learning. All instructional materials must be selected and approved in accordance with Canyons Instructional Materials Policy 600.2. The policy differentiates five categories of instructional materials and specifies an approval process for each category. All materials require evaluation using the Instructional Materials Selection Criteria.

Instructional Material

Description

Approval Process

Primary materials adopted for core content areas used in all schools by all teachers who teach the course Materials are mapped to a specific scope and sequence in the Content Instructional Guide. Examples: Wonders, Illustrative Math, Inspire Physics

Curriculum Committee

District-wide

CSD Board Approval

District Specialist/School Submits Request

Primary materials for elective courses Examples: Concurrent Enrollment texts

Course-level

Director of ISD Approval

Materials that enhance primary materials or are used in combination with other supplemental materials for teaching specific standards Examples: Derivita, Number Talks Materials intended to build specific skills with students who are below benchmark in reading, language, writing, and/or mathematics These materials typically have a diagnostic assessment for placement and a recommended scope and sequence Examples: Read/Math 180, 95% PLL, Lexia Specific instructional materials selected by teachers or licensed educators to enhance a lesson(s) Not intended for extended use (on a routine basis) Recommended that teachers have a colleague or administrator review for appropriateness if unsure about whether or not materials meet criteria

District Specialist/School Submits Request

Supplemental

Director of ISD Approval

District Specialist/School Submits Request

Intervention

Director of ISD Approval

Teachers Evaluate Using Criteria

Teacher Selected

Instructional Materials Teacher Selection Criteria

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In accordance with Canyons School District Instructional Materials policy 600.02, all instructional materials must be evaluated using the 13 criteria below. Instructional materials that do not meet one or more of the applicable criteria listed should not be used by teachers. Instructional materials that partially meet criteria in 1-3 areas may still be used if the materials meet criteria when combined with other instructional materials and/or directly align to the learning intention and success criteria of a given lesson. If instructional materials partially meet criteria in more than 3 areas, the materials should not be used by teachers.

Review Criteria

Meets Criteria Guidance

Aligned to the Utah Core Standards or specified course standards and CSD Board Policy

Instructional materials align to the practices, specific content, and rigorous expectations outlined in the course standards. Instructional materials support the development of students’ conceptual understanding of the standards Primary and supplemental materials should reflect the rigor of the course standards Content and context of the materials are generally suitable for students of the same age or level of social and cognitive development The context and prevalence of violence, sex, language, and illegal substances as well as the social and cultural factors of the learning communities must be considered when selecting instructional materials Materials and/or the instructional practices outlined in the materials are evidence-based, evidence-informed, or pre approved by a partnering organization such as the College Board or the partnering institute of higher education Evidence-based: demonstrates significant effect, of at least 0.40 effect size on improving student outcomes based on strong evidence from at least one well-designed or well implemented quasi-experimental study or moderate evidence (UT Code 53G-11-303) Evidence-informed: developed using high quality research outside of a controlled setting in the given field and includes strategies and activities with a strong scientific basis for use (UT Code 53G-11-303)

Age appropriate

Supported by generally accepted standards of evidence

Instructional Materials Teacher Selection Criteria

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Review Criteria

Meets Criteria Guidance

Information included in materials is true, contains primary sources, well-referenced or cited works, or original content. Materials DO NOT include: Misinformation--false or misleading information created or shared without knowing it is false Disinformation--false information that is deliberately misleading or manipulated Malinformation--information based in truth but has been altered in content or context to intentionally deceive Materials include contributions to the body of knowledge/work in the content from people with different lived experiences and from different cultures. Contributors include but are not limited to: Artists, authors, historical figures, field experts, researchers, scientists, etc. Materials include the diverse cultures and lived experiences of students. In other words, do students see themselves and their family/community reflected in materials A stereotype is a belief or assumption associated with groups of people, places, or situations Materials reflect individuals or groups accurately and do not reinforce stereotypes Images and other media embedded in materials depict individuals with distinctive features rather than individuals who all look alike Content within materials does not assume all students have common experiences or perspectives (e.g. family dynamics, birthday celebrations, extra-curricular activities, community engagement) Content within materials does not assume all students have common access to physical spaces and materials (e.g. park, toys)

Accurate and factual

Reflect contributions from authors, artists, or appropriate experts in the field that represent diverse viewpoints, ethnic and cultural backgrounds, and experiences

Representative of diverse cultures

Free of biases and stereotypes related to sex, race, religion, sexual orientation, or gender identity

Instructional Materials Teacher Selection Criteria

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Review Criteria

Meets Criteria Guidance

Materials as a whole or when combined with other approved materials: include multiple points of view do not overrepresent one ideology over another examine various counterpoints to a topic that is based in merit Note: If teaching settled issues that only have one reasonable position (e.g. the Earth is round), contrary viewpoints should not be presented as legitimate (see accurate and factual criteria). Materials can be used to maintain high expectations, execute learning intentions, support multiple pathways to learning, and assess learning (Utah PCBL Framework). Instructional materials include scaffolding strategies and resources to support a broad range of learners in mastering key concepts or skills in grade/course-level standards Included scaffolding strategies maintain grade level expectations If materials do not include specific scaffolding strategies, the content and strategies can be scaffolded by the teacher to support students Materials are compatible with District approved devices and hardware, software, and accessible with District approved internet browsers.

Contributes to a balanced perspective

Aligned to support personalized competency-based learning (PCBL)

Accessible to all students with scaffolding

Compatible with District technology systems

For additional questions or support with compatibility, contact your school’s Field Tech.

Instructional Materials Teacher Selection Criteria

Click here for the Implementation Toolbox

Review Criteria

Meets Criteria Guidance

All apps, extensions, and software must be approved prior to student use in the classroom. Websites must be approved IF they collect personal identifiable information (i.e. a student login is required for access--including those that allow Google/Microsoft sign-in). For websites that do not require approval, it is important to thoroughly review the website’s construction prior to instruction to ensure that students are not accessing content outside of the intended learning. When possible, teachers should use LanSchool or Apple Classroom to monitor student learning while on devices. To view approved digital materials OR to submit a request for approval, visit Canyons’ LearnPlatform. Digital materials will be approved on a quarterly basis. Requests are due: September 1 December 1 March 1 June 1 Notification of approval may take up to 60 days depending on how quickly vendors submit the required Data Privacy Agreement (DPA) If a digital tool requiring approval is used without approval, classroom teachers are liable for the security of student data and student safety.

In compliance with FERPA, CIPA and COPPA

The Children’s Internet Protection Act (CIPA) requires schools to have protection measures that block or filter access to obscene or harmful content over the internet. (See, Pub. L No. 106 554) The Children’s Online Privacy and Protection Act (COPPA) protects the online privacy of children under 13. (See, 15 U.S.C. § 6501 et seq)

For additional questions or support with CIPA/COPPA, contact your Instructional Support Department specialists.

Instructional materials do not contain any pornographic or indecent material.

Pornographic or indecent material is defined as harmful to minors, patently offensive, appeals to the prurient interest of sex in minors, and taken as a whole does not have serious literary, artistic, political, or scientific value (HB 374; UT Code Section 53G-10-103; 76-10-1235).

Free of sensitive materials